New publications

Teaching Media in Primary Schools

Embedded in the primary curriculum, media education enables children to become more fully literate for the digital age. The book highlights three dimensions of media education for the 3–11 age range: children's own cultural experiences, the development of critical awareness, and opportunities for creative expression. The contributors are literacy advisors, academics, teacher-trainers, and classroom practitioners. The collection is addressed to literacy coordinators and classroom teachers in primary schools. Adapted from publisher's description.

Artifactual Literacies: Every Object Tells a Story

To re-engage students with literacy, teachers need an entry point that recognises and honours students' out-of-school identities. This book looks at how artifacts (everyday objects) access the daily, sensory world in which students live. Exploring how artifacts can generate literacy learning, the book shows teachers how to use a family photo, heirloom, or recipe to tell intergenerational tales; how to collaborate with local museums and cultural centres; and how to create new material artifacts. Featuring vignettes, lesson examples, and photographs, the text includes chapters on community connections, critical literacy, adolescent writing, and digital storytelling. Adapted from publisher's description.

Subject Headings

This report provides an analysis of the responses to questions from a bespoke NFER online teacher survey. Covering the topics of e-safety, cyberbullying, pupil use of mobile phones and social networking, the survey found that 87 per cent of teachers feel pupils are e-safe at school, but only 58 per cent think their pupils have the knowledge and skills to stay e-safe at home; 74 per cent of teachers think that the prevalence of smart phones among their pupils is making it easier for them to access inappropriate material at school, with 9 out of 10 secondary school teachers finding this difficult to manage. Cyberbullying continues to be a problem, with 91 per cent of secondary teachers and 52 per cent of primary teachers saying pupils at their school have experienced cyberbullying, and that most of it is perpetrated via social networking sites. From publisher's description, linked to the full text online.

The authors illustrate ways in which data from non-traditional sources, such as disciplinary policies, teacher attendance, and special education referrals, can be used 'to uncover and eliminate systemic inequities'. The book aims to help readers identify sources of data and questions to ask, and to examine disparities in graduation rates, special education placement, and the achievement of English learners. It includes data exercises to help educators analyse their schools. Adapted from publisher's description.

Subject Headings

Leading international scholars explore the differences in young people's experiences and meanings of physical activity as these are related to their social, cultural and geographical locations, to their abilities and their social and personal biographies. The book places young people's everyday lives at the centre of the study, arguing that it is this 'everydayness' (school, work, friendships, ethnicity, family routines, interests, finances, location) that is key to shaping the engagement of young people in physical activity. Drawing on a breadth of theoretical frameworks, and challenging the orthodox assumptions that underpin contemporary physical activity policy, interventions and curricula, this book challenges the argument that young people are 'the problem' and instead demonstrates the complex social constructions of physical activity in the lives of young people. It is designed for both students and researchers. Adapted from publisher's description.

Subject Headings

Inclusion and Exclusion Through Youth Sport

Focusing on youth sport as a touchstone sector of sport in society, this book examines the theoretical and empirical bases of arguments for the role of sport in social inclusion agendas. Authors are drawn from around the world and offer critical perspectives on assumptions underpinning the bold claims made about the power of sport. This book represents the most up-to-date and authoritative source of knowledge on inclusion and exclusion in youth sport. It is recommended for students, researchers, policy makers and practitioners working in sports development, sports coaching, sport studies or physical education. From publisher's description.